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RADEN INTAN
LAMPUNG
AN ANALYSIS OF STUDENTS’LEARNING STYLE IN
SPEAKINGSKILLATTHE SECOND SEMESTER OF MADRASAH
ALIYAH MATHLA’UL ANWAR LABUHAN RATU BANDAR LAMPUNG
IN THE ACADEMIC YEAR OF 2016/2017
A Thesis
Submitted as Partial Fulfillment of the Requirements for S1-Degree
By :
AYU NURUL IZZATI
NPM. 1311040224
Study Program : English Education
TARBIYAH AND TEACHER TRAINING FACULTY
STATE ISLAMIC UNIVERSITY OF
RADEN INTAN LAMPUNG
2017
RADEN INTAN
LAMPUNG
RADEN INTAN
LAMPUNG
AN ANALYSIS OF STUDENTS’LEARNING STYLE IN
SPEAKINGSKILLATTHE SECOND SEMESTER OF MADRASAH
ALIYAH MATHLA’UL ANWAR LABUHAN RATU BANDAR LAMPUNG
IN THE ACADEMIC YEAR OF 2016/2017
A Thesis
Submitted as Partial Fulfillment of the Requirements for S1-Degree
By :
AYU NURUL IZZATI
NPM. 1311040224
Study Program : English Education
Advisor : Syofnidah Ifrianti, M. Pd
Co-Advisor : Dewi Kurniawati, M. Pd
TARBIYAH AND TEACHER TRAINING FACULTY
STATE ISLAMIC UNIVERSITY OF
RADEN INTAN LAMPUNG
2017
RADEN INTAN
LAMPUNG
RADEN INTAN
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ABSTRACT
An Analysis of Students’ Learning Style in Speaking Skill at the Second Semester of Madrasah Aliyah Mathla’ul Anwar Labuhan Ratu Bandar
Lampung in the Academic Year of 2016/2017 By : Ayu Nurul Izzati
In learning English, there are four skills needed to master by students.They are listening, speaking, reading and writing.Speaking is the skill that the learners will be judged upon most in real-life situation. Learning stlye is a student’s consistent way of responding and using stimuli in the context of learning. By knowing kinds of learning style teacher can increase students’ learning style in speaking. This research was aboutAn Analysis of Students’ Learning Style in Speaking Skill At The Second Semester of Madrasah Aliyah Mathla’ul Anwar Labuhan Ratu Bandar Lampung in the academic year of 2016/2017. The objective of this research was to know students’ learning style in speaking skill. In this research, the researcher used qualitative research method. The researcher used purposive sampling technique to determine the sample. The researcher choose class X as sample which consisted of 20 students. In collecting the data, the researcher used three kinds of instruments, they were: observation, interview, and questionnaire. The researcher used three major phases of data analysis, they were: data reduction, data display and conclusion drawing or verification. From the analysis, the researcher found that students had different learning style as various perceptive learning. 85% students good attitude and used assimilating (watching and thingking before speaking), 70% used left brain, 60% used kinaesthetic and tolerance ambiguty, 40% used value. Key words: learning style, speaking, survey research
RADEN INTAN
LAMPUNG
KEMENTERIAN AGAMA RI
UNIVERSITAS ISLAM NEGERI RADEN INTAN LAMPUNG
FAKULTAS TARBIYAH DAN KEGURUAN
Alamat : Jl. Letkol Endro Suratmin Sukarame Bandar Lampung (0721)703289
APPROVAL Title :AN ANALYSIS OF STUDENTS’ LEARNING STYLE IN SPEAKING
SKILL AT THE SECOND SEMESTER OF MADRASAH ALIYAH
MATHLA’UL ANWAR LABUHAN RATU BANDAR LAMPUNGIN
THE ACADEMIC YEAR OF 2016/2017
Student’s Name : Ayu Nurul Izzati Student’s Number : 1311040224 Study Program : English Education Faculty : Tarbiyah and Teacher Training
APPROVED To be tested and defended in the examination session
at Tarbiyah and Teacher Training Faculty, State Institute of Islamic Studies, Raden Intan Lampung
Advisor Co-Advisor
Syofnidah Ifrianti, M. Pd Dewi Kurniawati, M. Pd NIP. 196910031997022002 NIP. 198006012006042047
The Chairperson, of English Education Study Program
Meisuri, M.Pd NIP. 198005152003122004
RADEN INTAN
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RADEN INTAN
LAMPUNG
KEMENTERIAN AGAMA RI
UNIVERSITAS ISLAM NEGERI RADEN INTAN LAMPUNG
FAKULTAS TARBIYAH DAN KEGURUAN
Alamat : Jl. Letkol Endro Suratmin Sukarame Bandar Lampung (0721)703289
ADMISSION
A thesis entitled: AN ANALYSIS OF STUDENTS’ LEARNING STYLE IN
SPEAKING SKILL AT THE SECOND SEMESTER OF MADRASAH
ALIYAH MATHLA’UL ANWAR LABUHAN RATU BANDAR
LAMPUNG
IN THE ACADEMIC YEAR OF 2016/2017, by:Ayu Nurul Izzati, NPM:
1311040224, Study Program: English Education,to be tested and defended in
the examination session held on: Tuesday, August 1st 2017.
Board of Examiners:
The Chairperson : Bambang Irfani, M.Pd (..............................)
The Secretary : Septa Aryanika, M.Pd (..............................)
The First Examiner : Iwan Kurniawan, M.Pd (..............................)
The Second Examiner : Syofnidah Ifrianti, M.Pd (..............................)
Advisor : Dewi Kurniawati, M.Pd (..............................)
The Dean, Tarbiyah and Teacher Training Faculty
Dr. H. Chairul Anwar, M.Pd NIP. 195608101987031001
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DECLARATION
I hereby certify that this thesis with the title : An Analysis of Students’ Learning
Style in Speaking Skill at the second semester of Madrasah Aliyah Mathla’ul
Anwar Labuhan Ratu Bandar Lampung is completely my own work. I am fully
aware that I have quoted some statements and ideas from various sources and
those are properly acknowledged text.
Bandar Lampung, August 2017
Declared by,
Ayu Nurul Izzati
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DEDICATION
This thesis is dedicated to:
1. My beloved parents, Mr. Lilik Junaidi and Mrs. Septuria who alwayslove
me and wish for my success. Thanks for all the motivation and pray.
2. My beloved brother and sister, Giantama Putra Riadi, Wahyu Jatmiko
Riadi, Trinanda Prakoso, Kartika Rahmanda, M. Sidik Pamungkas who
always pray, support and give motivate to me.
3. My beloved grandmother, uncle, aunty, sister in law who have motivated
and prayed for me.
4. My beloved lecturers and almamater, UIN Raden Intan Lampung.
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MOTTO
مع علم إن ۦتقف ما لیس لك بھ ولا ئك كان ٱلفؤاد و ٱلبصر و ٱلس كل أول ٣٦ولا عنھ مس
36. And do not follow that of which you have not the knowledge; surely the hearing and the sight and the heart, all of these, shall be questioned about that.1 ( Al- Isra’ ayat 36)
1 The presedency of Islamic Research. The Holy Qur’an English Translation of the
Meanings and Commentary. Al Madinah, Al- Munawarah. King Fahd Holy Qur’an Printing Complex
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CURRICULUM VITAE
The researcher’s name is Ayu Nurul Izzati. She was born in Bandar Lampung, on
May 4th1995. She is the Fifth of six childern of Mr. Lilik Junaidi and Mrs.
Septuria. She has four brothers named Giantama Putra Riadi, Wahyu Jatmiko
Riadi, Trinanda Prakoso, M.Sidik Pamungkas and has one sister named Kartika
Rahmanda.
The researcher started her formal study in Kindergarden of TK Kartika II-26 and
finished 2001 and then she continued her school at Elementary school of SDN 2
Gedong Air and finished in 2007. After that she continued her school in Junior
High School of SMP Tamansiswa and finished in 2010. Then she also continued
her school in Senior High School of SMA Negeri 16 Bandar Lampung and
finished in 2013. Then she continued he study at the State University of Islamic
Studies (UIN) of Raden Intan Lampung in 2013 in Tarbiyah and Teacher Training
Faculty in English Education Study Program.
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ACKNOWLEDGEMENT
First of all, praise be to Allah, the most Merciful, the most Beneficent, for His
blessing and mercy given to me during my study and in completing this final
project. Then, the best wishes and salutations be upon the great messenger prophet
Muhammad S.A.W.
This thesis is presented to the English Education study program of UIN Raden
Intan Lampung. The primary aim of writing this thesis is to fulfill a part of
students’ task in partial fulfillment of the requirement to obtain S1-degree.
The researcher would like to thank the following people for their ideas, time and
guidance for this thesis:
1. Dr. H. Chairul Anwar, M.Pd, the dean of Tarbiyah and Teacher Training
faculty of UIN Raden Intan Lampung.
2. Meisuri, M.Pd, the chairman of English Education Study Program of UIN
Raden Intan Lampung.
3. Sofnidah Ifrianti, M.Pd, the first advisor for her guidance and help to
finish this thesis.
4. Dewi Kurniawati, M.Pd, the second advisor who has spent countless hours
to correct this thesis for its betterment.
5. Oviria, S.Pd, the principal Madrasah Aliyah Mathla’ul Anwar Labuhan
Ratu Raya Bandar Lampung, Eni Sumartini S.Pd, the English teacher for
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giving the contribution while the writer was conducting the research at the
school, all the teachers and staffs who have helped the writer in collecting
the data.
6. All lecturers of the English Education Study Program of UIN Raden Intan
Lampung who have taught the writer since the first year of her study of
UIN Raden Intan Lampung.
7. My beloved friends (Katamichi), Suprihatin, Marchiana Dwi Lestari, Devi
Lufita, Hasri Wahyu Ningsih, Melsa Dwi Cahyani, Siti Rizki Amallia,
Ayu Ria Windahari, Riska Desri Kartini who always give support, love,
pray, and always accompany me.
8. All friends of the English Department of UIN Raden Intan Lampung,
especially beloved friends in class E
Finally, none is perfect and neither is the final project. Any corrections,
comments, and criticism for the betterment of this final project are always open-
heartedly welcome
Bandar Lampung, August 2017
The writer,
Ayu Nurul Izzati
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TABLE OF CONTENTS
Pages
COVER ................................................................................................ i
ABSTRACT ......................................................................................... ii
APPROVAL ......................................................................................... iii
ADMISSION ........................................................................................ iv
DECLARATION ................................................................................. v
DEDICATION ..................................................................................... vi
MOTTO ............................................................................................... vii
CURRICULUM VITAE ...................................................................... viii
ACKNOWLEDGEMENT ................................................................... ix
TABLE OF CONTENT ....................................................................... xi
LIST OF TABLE ................................................................................. xii
LIST OF APPENDIX .......................................................................... xiii
CHAPTER 1 INTRODUCTION
A. The Background of the Study ..................................................... 1 B. Identification of the Problem ...................................................... 5 C. Limitation of the Problem ........................................................... 6 D. Formulation of the Problem ........................................................ 6 E. The Objective of the Problem ..................................................... 6 F. The Use of the Research ............................................................. 6 G. Scope of the Research ................................................................ 7
CHAPTER II FRAME OF THEORIES
A. Concept of Learning ................................................................... 9 B. Concept of Learning Style............................................................. 10 C. Concept of Speaking...................................................................... 12 D. Concept of Learning Speaking .................................................... 14 E. The Different of Learning Style and Learning Strategies ............ 15 F. Various Perspective of Learning Style ........................................ 16
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1. Information Personalities ....................................................... 17 2. Personality Patterns ................................................................ 18 3. Perceptual Learning Style ...................................................... 21 4. Social Interaction ................................................................... 24 5. Ambiguity Tolerance ............................................................. 25 6. Right/ left hemispheres .......................................................... 26
G. Concept of Analysis Students’ Learning Style in Speaking Skill . 27
CHAPTER III RESEARCH METHODOLOGY
A. Research Design ......................................................................... 30 B. Research Subject ........................................................................ 31 C. Data Collecting Technique ......................................................... 33 D. The Research Instrument ............................................................ 35 E. The Research Prosedur ............................................................... 37 F. Validity of Data .......................................................................... 38 G. Data Analysis ............................................................................. 40
CHAPTER IV RESULT AND DISCUSSION
A. General Description of Place of Research ................................... 41 B. Research Prosedure .................................................................... 46 C. Report of Observation ................................................................ 47 D. Report of Interview .................................................................... 49 E. Report of Questionnaire.............................................................. 50
CHAPTER V CONCLUSION AND SUGGESTION
A. Conclusion ................................................................................. 56 B. Suggestion .................................................................................. 57
REFERENCE....................................................................................... 58
APPENDIX .......................................................................................... 62
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LIST OF TABLES
Pages
Table 1 The Students Speaking Score at the Second Semesterof
Madrasah Aliyah Mathla’ul Anwar Labuhan Ratu Bandar
Lampung in the Academic Year of 2016/2017 ..................... 32
Table 2 Specification of Observation ................................................ 35
Table 3 Specification of Interview .................................................... 36
Table 4 Specification of Questionnaire ............................................. 37
Table 5 Data of Teacher at Madrasah Aliyah Mathla’ul Anwar
Labuhan Ratu Bandar Lampung ........................................... 44
Table 6 The Condition of the Room at Madrasah Aliyah Mathla’ul
Anwar Labuhan Ratu Bandar Lampung ............................... 45
Table 7 Observation Sheet ................................................................ 47
Table 8 Questionnaire Result ............................................................ 50
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LIST OF APPENDICES
Pages
Appendix 1. Specification of Observation .............................................. 61
Appendix 2. Specification of Questionnaire ........................................... 62
Appendix 3. Observation Sheet .............................................................. 63
Appendix 4. The Result in Interview to the English Teacher .................. 65
Appendix 5. The Interview to the Students ............................................. 66
Appendix 6. Questionnaire ..................................................................... 67
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CHAPTER I INTRODUCTION
A. Background of Problem
Language is a tool for communication. Language is very important in human life
that is needed for real communication among people. Wecommunicate with
others, to express ideas, and to know others’ ideas as well. Communication takes
place, where there is speech. Without speech we cannot communicate with one
another. The use of language is an activity which takes place within the confines
of our community.
Language is social construct as much as it is a mental ability.2 It is important for
students to be just as aware of this in foreign or secound language as they are in
their own. Learning English as a foreign language is not the same as learning a
mother tongue were the students have much time to use it in daily life. Learning
is acquiring or getting of knowledge of a subject of a skill by study, experience,
or instruction.3 It means that learning is activity that done by students to get
experience and instruction to help us understanding everything that we wonder to
know.
There are two factors that influence students’ learning, namely internaland
external factors. Internal factor is the factors which come from students them
2Jeremy Harmer, The Practice of English Language Teaching, (Cambridge University
Press:2002), p. 25 3 H. Douglas Brown, Principle of Language Learning and Teaching, (San Fransisco:
Person Longman: 2007), p.7
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selves. Meanwhile, external factor is the factor which is outside ofstudents.4The
examples of internal factors are the physical condition, skill,interest, intelligent
and learning style. Brown in Golakjani defines of learning style as the manner
inwhich individuals perceive and process information in learning situations.5It
means that learning style is characterized by the degree to which the learner
emphasizes abstractness over concreteness in prevecing information.
Learning style is one of dominant factor because learning style isinfluenced by
our brain.6 It means that the dominant factor that influences students’ learning is
learning style. It factor that determines the success of learning is to know and
understand that every individual has unique style of learning. Using learning style
for learning is relatively new approach in education. This approach is one that
educators have only recently start to recognize. The matching learning style with
the methods that are used to teach by teachers will increase their students’
achivement especially in speaking.
Speaking is one of the four basic skills in learning foreign language besides
listening, reading and writing. It has been taught since the elementary school,
however it is not easy for students to communicate in english. They have to think
4Slameto, Belajar dan Faktor- Faktor Yang Mempengaruhinya (Jakarta : Rineka Cipta,
2010), p.54 5Abbas Pourhossein Golakjani, Visual,Auditory,Kinaesthetic Learning Styles and Their
Impacts on English Language Teaching (Journal of Studies in Education : ISSN 216-6952 2012, Vol, 2 No. 1 ) p.105
6Ir.Akhir Winardi,Optimizing The Potential of Children Through Understanding Learning Styles,(http//ideguru.wordpress.com/2010/04/13/mengoptimalkan-potensi-anak-
melaluipemahaman-gaya-belajar/. Accessed on June 13, 2012)
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more often when speaking English. Cameron state that speaking is the active use
of language to express meaning so that other people can make sense of them.7 It
means that speaking an interactive process of constructing meaning that involves
producing and processing information.
Learning style can help the students to easy in speaking. Learning style
assessments can help to identify personal prefences as well as potential stengths
and weaknesses in how learners deal with content and approach learning style.8
However, students may be inaccurate intheir responses to assessment items ,and
teachers must be careful to avoid labelingstudents based on assessment results, as
thiswould be counterproductive to a theory designedto encourage and support
diversity.
Based on preliminary research in the school. The researcher found some problems
faced by the students of Madrasah Aliyah Mathla’ul Anwar Labuhan Ratu Bandar
Lampung in the academic year of 2016/2017. There are various factors that might
have been the cause of the failure in learning speaking. The students’ have
different learning style. Students got difficulty when they study speaking. Most of
the students still got difficulties in expressing their opinion, feelings or
experiences orally. They really had a problem with their speaking skill. It
7Lynee Cameron, Teaching Language to Young Learner, ( Cambridge University
Press:2001) p.40 8Mary Wilson, Students’ Learning Style Preferences and Teachers’ Instructional
Strategies: Correlation Between Matched Style and Academic Achievement. (Liberty University: 2012) Vol.22, Number 1 p.40
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automatically influences their achievement in English.While, the researcher found
the students difficult to speaking English. Some students does not like speaking
and the teacher does not give interesting explanation activities or example that
make students active to practice the speaking. The students does not know of their
learning style in learning speaking.
Henderson and Milstein states that many students have impactabout how they
learn and how their learning patterns differed from those of their classmates.
Therefore, this showed that it is crucial that students be made aware of their
learning styles and in order to make the learning process more meaningful and
effective, teachers must also cater their teaching styles to the needs of the students
so that the optimum result from the teaching could be achieved.9 Besides that, to
make sure that the curriculum fits the learners, we need to know the learners and
this means that we have to know how they access, process and express
information and their learning and thinking styles
An important dimension of conversation is using a style of speaking that
isappropriate to the particular circumstances. Different styles of speaking
reflectthe roles, age, sex, and status of participants in interactions and also reflect
theexpression of politeness.10 Consider the various ways in which it is possible to
9Henderson, N., & Milstein, M. M. Resiliency in schools: Making it happen for students
and teachers.(Corwin-volume discounts:2003) p. 23 10Jack C. Richards, Teaching Listening and Speaking From Theory to Practice
(Cambirdge University Press:2008) p.21
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asksomeone the time, and the different social meanings that are communicated
bydifferences.
Based on the previous research about learning style that was conducted by
Golakjani with the title Visual, Auditory, Kinaesthetic Learning Style and Their
Impacts on English Language Teaching. In this research, learning style is to find
the best ways for both students to learn efficiently and teachers efficiently.
Learning style can be helpful and beneficial to the student by aiding them in
becoming more focused on an attentive learner, which ultimately will increase
educational success.11 While, Yuliani in her thesis An Analysis Students Learning
Style and Learning Strategies in Speaking, learning style and strategies are part of
one personality and every one is different.12 Students will be learn best and they
have a great deal to control over how well they learn through their learning style.
Based on the background and previous research above, learning style is the way of
students in absorving and understanding the information or idea which they have
got in learning process and the researcher used speaking as one of the skill of
English which has been taught in this school year of the second semester, and then
the students in this school has given many books and vocabulary to improve their
ability in uderstanding a speaking. That is why the researcher wants to conduct a
research on the thesis “ An Analysis of Students’ Learning Style in Speaking Skill 11Abbas Pourhossein Golakjani, Op.Citp.471
12Hajar Yuliani, Unpublished thesis : An Analysis Students’ VAK Learning Style and Learning Strategies in English Speaking of Second Grade at SMA Unggula Sdoharjo , (IAIN
Sunan Ampel : 2012) p.6
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At The Second Semester of Madrasah Aliyah Mathla’ul Anwar Labuhan Ratu
Bandar Lampung in the academic year of 2016/2017”.
B. Identification of the Problem
1. The students were difficult learning speaking.
2. The students did notknow of their learning style in learning speaking.
C. Limititation of the Problem
Based on the background and identification explained above, the researcher
focusedto know learning styles in learning speaking of students at Madrasah
Aliyah Mathla’ul Anwar Labuhan Ratu Bandar Lampung in the academic year of
2016/ 2017
D.Formulation of the Problems
Based on the identification and the limitation of the problem above, the researcher
formulate the problem as follows: What are the learning style of students in
speaking skill at thesecond semester of Madrasah Aliyah Mathla’ul Anwar
Labuhan Ratu Bandar Lampung in the academic year of 2016/ 2017?
E.Objective of the Research
The objective of this research is : To identify the learning styles of students in
speaking skill at the second semester of the students of Madrasah Aliyah
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Mathla’ul Anwar Labuhan Ratu Bandar Lampung in the academic year of
2016/2017.
F.Use of research
The results of this research are expected to give theoretical and practical
contributions.
1. Theorically, the research sourch information on the students’ learning
style in speaking skill and the research results are expected to contribute
to the development of education, especially in students’ learning style in
speaking skill.
2. Practically
a. Researcher : The researcher know the kinds of learning style in
speaking skill and also it will be usefull as a references for the next
researcher who wants to conduct research about students’ learning
style.
b. Teacher : Give information for English teacher about models of
learning style in speaking skill that make students easy to study.
c. Students : By understanding learning style in speaking skill can make
students easy to study English speaking language subject.
G. Scope of the Research
The scope of the research as follows:
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1. Subject of the Research
The subject of the research wasthe students of Madrasah Aliyah Mathla’ul
Anwar Labuhan Ratu Bandar Lampung in the academic year of
2016/2017.
2. Object of the Research
The object of the research was the students’ learning style in speaking
skill.
3. Place of the research
The research was conducted Madrasah Aliyah Mathla’ul Anwar on Jl.
Untung Suropati gg. Famili 1 Labuhan Ratu Bandar Lampung.
4. Time of the Research
The research was conducted at the second semester in the academic year of
2016/2017
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CHAPTER II THE FRAME OF THEORIES
A.Concept of Learning
Learning is an activity for getting knowledge, skill, and experience about subject
learning which needs the practice to improve the understanding of it. It can be
seen that learning can be defined as changes in behavior. According to Kimble in
Brown, learning is acquiring of knowledge of a subject or a skill by study,
experience, or instructions. It is relatively permanent change in a behavioral
tendency and the result of reinforced practice.13 It means that learning that not
only transfers knowledge, but also more than that.
Moreover, Wilson and Peterson state that learning is a process of active
construction that learning is a social phenomenom, as well as an individual
experience: and that learner differences are resources, not obstacles.14It means that
learning is an active process that done by students’ individual experience in the
social community.
It can be concluded, that learning is a process for getting knowledge, subject or
else from the study, experience and instruction. By this process, students are
acquiring or getting of knowledge of a subject or a skill by study, experience or
instruction. It means that learning will give influence to the students, the more
13 H. Douglas Brown, Loc. Cit.
14Suzzane M.Wilson, Penelope L. Peterson, , Theories of Learning and Teaching What Do They Mean for Educators? (Washington DC: NEA, 2006), p.1
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students learn it makes more open possibilities to change their mindset and
attitude in their behavior.
B.Concept of Learning Style
Learning stlye is a student’s consistent way of responding to and using stimuli in
the context of learning. Keefe in Sabatova defines learning styles as the composite
of characteristic cognitive, affective, and physiological factors that serve as
relatively stable indicators of how a learner perceives, interacts with and responds
to the learning environment.15 It means that learning styles are manner in which
individuals perceive and process information in learning situation.
Stewart and Felicetti in Sabatova states learning style is educational conditional
conditions under which a students is most likely to learn.16 It means that learning
styles are not really concerned with what learners learn, but rather how they prefer
to learn. Learning styles can be defined, classified, and identified in many
different way. Generally, they are overall patterns that provide direction to
learning and teaching. Learning style can also be described as a set of factors,
behaviors, and attitudes that facilitate learning for an individual in a given
situation. Styles influence how students learn, how teachers teach, and how the
two interact.
15 Bc.Jarmila Sabatova, Unpublished Thesis: Learning Style in ELT, (Masaryk University
Brno:2008) p.18 16Loc.Cit
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Each person is born with certain tendencies toward particular styles, but these
biological or inherited characteristics are influenced by culture, personal
experiences, maturity level, and development. Style can be considered a
“contextual” variable or construct because what the learner brings to the learning
experience is as much a part of the context as are the important features of the
experience itself.
The concept of style will be first put forward by cognitive psychologists.
According to Brown defines style as a term that refers to consistent and rather
enduring tendencies or preferences within an individual. Therefore, style are those
general characteristics of intellectual functioning (and personality type, as well)
that especially pertain to one as an individual, that differentiate one from someone
else.17 It means that style make a another person better .
Each learner has distinct and consistent preferred ways of perception, organization
and retention. These learning styles are characteristic cognitive, affective, and
physiological behaviors that serve as pretty good indicators of how learners
perceive, interact with, and respond to the learning environment.Students learn
differently from each other and it has been determined that brain structure
influences language structure acquisition. It has also been shown that different
17H. Douglas Brown, Principles of Language Learning and Teaching (San
Fransisco:2002) p.112
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hemispheres of the brain contain different perception avenues. Some researchers
claim that several types of cells present in some brains are not present in others.
In education, it has been agreed that learning styles play an important role in the
process of language learning. Research has indicated the stability and capability of
development of learning style. With this realization of the importance of learning
style to language learning, much research has been done in this filed. Morever,
different researchs have their own understandings of learning style, which leads to
different definition of learning style.
C.Concept of Speaking
Speaking is described as the activity as the ability to express oneself in the
situation, or the activity to report acts, or situation in precise words or the ability
to converse or to express a sequence of ideas fluently. Speaking in one of four
abilities, which has important role in daily life, even as main ability in
communication among human being. Lucia states that speaking is productive
skill.18 Interaction is two-way communication that involves using language and
body language to keep our listener involved in what we are saying and to check
that they understand our meaning.
Thornbury states that speaking is so much a part of daily life that we take it for
granted. Natural and integral are speaking that we forget how we once struggled
18 Lucia Carel Aguilera, Productive Language Skills Learning and Teaching : Speaking
and Writing (Journal : Publicaciones Didactiacs:2012) p. 163
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to achieve this ability until that is we have to learn how to do it all over again in a
foreign language.19 Therefore speaking can mean verbal communication between
people. When they are enggaged in talking to each other, it is sure that there are
doing communication. There is certain generalization that people make about the
majority of communicative events and these have particular relevence for the
learning and teaching process. It is clear that they should be careful in choosing
words and style in communication, somebody who wants to speak english well;
she/he has to know grammar, broad vocabularies, having interaction with listeners
and can speak english as well as native speaker do.
According to Chaney in Kayi, Speaking is process of building and sharing
meaning through the use of verbal and non-verbal symbols, in a variety of
contexts.20 Speaking is the skill that the learners will be judged upon most in real-
life situation. It is an important part of everyday interaction and most often the
first impression of a person is based on his/her ability to speak fluently and
comprehensibly. Thus, the teachers have a responsibility to prepare the learners as
much as possible to be able to speak English in the real-life situation.
Based on the theories above, the researcher concluded that speaking is a form
communication to extend a certain aim from person or persons to others. Speaking
19 Scoot Thornbury, How to Teach Speaking, (Longman, England:2015), p.1
20Hayriye Kayi, Teaching Speaking: Activities to Promote Speaking in a Second Language , The Internet TESL Journal. accessed on March,4,2017, p. 1
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is also one of important learning to improve the students’ skill by practicing for
communication verbally. The students must be active to communicate by using
English so that they can improve their speaking skill very well.
D. Concept of Learning Speaking
Learning is define an process that brings together cognitive, emotional, and
environmental influences for the purpose of making changes is one’s knowledge,
skill, values, and worldviews.21 Learning also refers to a relatively permanent
change in behavior as a result of practice or experience. It means that learning is
students’ process to get knowledge not only from the teacher but also from their
own practice or experience. Learning can increase students’ cognitive, affective
and psychomotor aspects. It also brings a change in students’ behavior after they
learn something.
According to Turk, speaking is the direct route from one mind to another and it is
the way we usually choose when we want to ask questions or give explanation.22
It means that speaking is someone process to interact with others. It purpose to get
information, ask question, and share everything. In speaking, the students learn
how to organize the idea, express the language in spoken form with good
pronounciation and stressing.
21 Denise E. Murray and MaryAnn Christison, What English Language Teacher Need to
Know, (New York:Routledge:2011), p.140 22Christopher Turk, Effective Speaking Communicating in Speech, (France: Spon Press:
2003), p.9
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Based on both of these explanations, it can be concluded that learning speaking is
students’ process to get knowledge through interact with other student to
exchange information, express ideas or feelings by using a good pronunciation.
E.The Difference of Learning Style and Learning Strategies
According to Reidthat a distinction between learningstyles and learning strategies
by focusing in what way they are distinct from eachother. She refers to learning
styles as internally based characteristics, often not perceived or consciously used
by learners, for the intake and comprehension of new information.While learning
strategies are define as external skills often used consciously by students to
improve their learning.23It meansthat we can infer from these two definitions is
that since learning styles are internally based characteristics, they explain a
learner’s preference to a learningsituation. They are relatively stable and not likely
tochange over time
Providing a wide range of definitions of learning strategies proposed by experts in
the fielddoes not solve the problem of understanding what learning strategies
because learning strategies have usuallybeen confused with learning styles. This
view is also supported by Oxford who states that somelearner characteristics such
as learning styles and personality traits are difficult tochange. Learners abandoned
their own learning styles and they adjustedthemselves according to the teaching
23Selime Tabanlioglu ,The Relationship Between Learning Styles and Language Learning
Strategies of Pre-Intermediate Eap Students, (Middle East Technical University:2013), p.22
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style they were exposed to.24The learning strategies, on the other hand, are said to
be ‘external skills’,which indicates they are more problem oriented and conscious.
This also implies thatthey are more liable to change over time and depending on
the task and materialsused in the learning environment. Oxford claims that
learning strategies areeasier to teach and modifthrough strategy training.25 It
means learning style and strategies have correlation and influence by each other.
Students, who understand their learning style, will find certain strategies in
learning certain subject and use it in effective way. It helps them to improve their
achievement.
F. Various Perspective of Learning Style
Each person has perferred way of learning that is determined by their cultural and
educational background and personalities.The students learning style determine by
the students themselve.
1. Information Personalities
It distinguishes between the way learners sense, think, solve problems, and
remember information. Kolb’s in Putintseva, Learning Style includes26 :
24Oxford, R. L. Language Learning Strategies: What Every Teacher ShouldKnow.
(Boston: Heinle and Heinle:1990), p.23 25Ibid.,
26Tatyana Putintseva. The Importance of Learning Style in EFL/ ESL. (http://iteslj.org/Articles/Putintseva-LearningStyles.html, accessed on March, 4, 2017), p.1
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a. Diverging (feeling and watching)
People with diverging styles are able to look at things from differentperspectives.
They are sensitive. They prefer to watch rather than do, tend togather information
and use imagination to solve problems. They are best atviewing concrete
situations from several different viewpoints. Kolb called thisstyle 'Diverging'
because these people perform better in situations that requireideas-generation, for
example, brainstorming. They have broad cultural interestsand like to gather
information. They are interested in people, tend to be imaginative and emotional,
and tend to be strong in the arts. They prefer to workin groups, to listen with an
open mind and to receive personal feedback.
b. Assimilating (watching and thinking)
The Assimilating learning preference is for a concise, logical approach. Ideasand
concepts are more important than people. These people require good
clearexplanation rather than practical opportunity. They excel at understanding
wideranging information and organizing it in a clear logical format. They are
lessfocused on people and more interested in ideas. People with this style are
moreattracted to theories than practice. In formal learning situations, people with
thisstyle prefer readings, lectures, exploring analytical models, and having time
tothink.
c. Converging (doing and thinking)
People with a Converging learning style use their learning to find solutions
topractical issues. They prefer technical tasks, and are less concerned with
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people.They can solve problems and make decisions. A Converging learning
styleenables specialist and technology abilities. People with a Converging style
liketo experiment with new ideas, to simulate, and to work with
practicalapplications.
d. Accommodating (doing and feeling)
The Accommodating learning style is 'hands-on', and relies on intuition rather
than logic. These people use other people's analyses, and prefer to take a practical,
experiential approach. They are attracted to new challenges and experiences, and
to carrying out plans. They commonly act on ' good instinct rather than logical
analysis. Also, they tend to rely on others for information. This learning style is
prevalent and useful in roles requiring action and initiative. People with this
learning style prefer to work in teams to complete tasks. They set targets and
actively work in the field trying different ways to achieve an objective.
2. Personality Patterns
Personality is defined as an inborn temperament and features arising in different
situations and a combination of the characteristics of a person which separate
him/her from other people. According Hogan,personality is most evident in and
concequential for social intraction because people are social animals and it is
during interaction that human nature is primarily expessed27. Personality is the
unique features of every human being, exhibition of characteristic adaptations,
27Robert Hogan,Joyce Hogan,and Brent W.Robert, Personality Measurment and Employement Decision Question and Answer (University of Tulsa: 1996) Vol.51, No.5, p.470
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unique identifications towards life and a set of cultural differences. Ascan be
understood from the definitions, personality is discussed in terms of specific traits
andfactors.
Personality patterns focus on attention, emotion, and values. Understanding
thesedifferences allows predicting the way learners react and feel about
differentsituations. The Myers-Briggs Type Indicator and the Keirsey
TemperamentSorter are two of the most well-known personality pattern
evaluations. They areclassified according to their preference for:28
1. Introversion is interest flowing mainly to the inner world of concepts and
ideas
2. Extroversion is interest flowing mainly to the outer world of actions,
objects, and persons
3. Sensing is tending to perceive immediate, real, practical facts of
experience and life
4. Intuition is tending to perceive possibilities, relationships, and meanings of
experiences
5. Thinking is tending to make judgments or decisions objectively and
impersonally
6. Feeling is tending to make judgments subjectively and personally
7. Judging is tending to act in a planned and decisive way
28 Tatyana Putinteseva, Op.Cit, p. 3
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Generally speaking, it is very hard to come to an agreement on definitions of
concepts thatare directly related to human beings. When it comes to define
learning, which is innate inhuman nature, it is even harder to come up with one
universally accepted definition. However, there are common points in the
statements trying to define human learning.
Learning involves some changes in behavior that result from experience and that
endures over time . Lafrancois in Nurretin restricts thedefinition by claiming that
we can talk about learning if a relatively permanent change is notthe result of
fatigue, maturation, drugs, or physical injury.29 From these different
perspectiveswe could deduce that learning is a relatively permanent change in
human behavior thathappens over time as a result of natural experience that
people go through.
3. Perceptual Learning Style
Perceptual Learning is most comfortable. Learning style are not dichotomus
(black or white, present or absent). Learning styles generally operate on a
continum or on multiple, intersecting continue.30 For example, a person might be
more extraverted than introverted or more closure-oriented than open or equally
29Nurettin Ibrahimoglu1, Ihsan Unaldi2, et,al,The Relationship Between Personality
Traits And Learning Styles: A Cluster Analysis , Turkey, ISSN: 2186-845X ISSN: 2186-8441 Print Vol. 2 No. 3, July 2013 p.95
30 Rebbecca L, Languange Learning Styles and Strategies: an overview, (Oxford: Gala, 2003) p. 3
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visual, auditory and kinesthetic. One of the most important uses of learning styles
is that it makes it easy for teachers to incorporate them into their teaching.
There are different learning styles. There of the most popular ones are visual,
auditory, and kinaesthetic in which students take in information. VAK or modality
theory, one or two of these receiving styles is normally dominant. This dominant
style defines the best way for a person to learn new information by filtering what
is to be learned. This style may not always to be the same for some tasks. The
learner may prefer one style of learning for one task, and a combination of others
for a different task.
There are some system that are usually used by students in learning certain subject
based on their learning style. The identification as follow 31:
1. Visual Learner
a) Visual learners often have poor auditory skills and weak verbal abilities.
b) Visual learners often have difficulty blending sounds and discriminating
short vowel sound.
c) Visual learners are often poor spellers.
d) Visual learners easily remember information presented in pictures, charts,
or diagrams.
31Simon Cassidy, Learning Style: An Overview of Theories, Models, and Measure,
(University of Salford: 2004) Vol.4, No.4 p.2
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e) Visual learners often pay close attention to the body language of others
(Facial expressions, eyes, stance, etc.) be aware of your body language and
use it to emphasize important points you wish to make during class.
f) They often do not remember information given orally without being able
to see it. They memorixe using visual clues.
g) Visual learners may tune out spoken direction.
h) Visual learning style use books on tapes.
2. Auditory Learners is a phrase used to describe students who tend to retain
information more thoroughly when the information is reinforced through
sound: 32
a) Auditory leraners have strong language skills, which include a well-
developed vocabulary and appreciation for words.
b) Auditory learners can remember quite accurately details of information
they hear during conversations or lectures. (Don’t be annoyed if the
students isn’t taking notes from your lectures).
c) Strong language skills often lead to strong oral communication skills. They
are usually talented at giving speeches, oral reports and articulating the
ideas.
d) Auditory learners may find learning a foreign language to be relatively
easy. They also may have musical talents.
32Ibid, p.3
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e) Auditory learners tend to have poor visual skills, so graphs, maps, and
charts may present a challenge to the auditory learner. They do best with
oral directions and assigments.
f) Auditory learners often reverse words, for example: from, for, form and
was, saw.
g) Auditory learners tentd to have poor handwriting and small motor skills.
h) Story-telling.
i) Solving difficult problems.
j) Working in groups
k) Participating in class discussions
l) Remember most easily if saying something repeatedly.
3. Kinesthetic learners is learning style requires that you manipulate or touch
material to learn. Kinesthetic techniques are used in combination with visual
and/or auditory study techniques, producing multi-sensory learning.
a) Kinesthetic learners need to take notes and highlight important
information. They are using their small muscles to remember information.
b) Kinesthetic learners work well with their hands. They may be good at art,
sculpting, and working with various tools, learning in lab situations or
learning by computer.
c) Kinesthetic learners often wiggle, tap their feel or move their legs when
they sit. Many were called hyperactive as children
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4. Social Interaction
Curry in Sidek states social-interaction is one of the learning style models
considers varies strategies adopt by individuals to suit their specific environment
and social context.33Their theoryrevolves around three dimensions which are
students attitudes toward learning, their view of teachers and peers andtheir
reactions to classroom procedures.
This looks at likely attitudes, habits, and strategies learners will taketoward their
work and how they engage with their peers when they learn.The Reichmann-
Grasha model, for instance, focuses on student attitudestoward learning,
classroom activities, teachers, and peers. This model identifiedas follow:
a. Avoidant students tend to be at the lower end of the grade distribution.
They organize their work poorly, and take little responsibility for their
learning.
b. Participative students are characterized as willing to accept responsibility
for self-learning and relate well to their peers.
c. Competitive students are described as suspicious of their peers leading to
competition for rewards and recognition.
d. Collaborative students enjoy working in harmony with their peers.
e. Dependent students typically become frustrated when facing new
challenges not directly addressed in the classroom.
33Hamidah Jaafar Sidek,Op.Cit,. p.58
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f. Independent students, as the name implies, prefer to work alone and
require little direction from the teacher.
5.Ambiguity Tolerance
The degree to which you are cognitively willing to tolerate ideas andpropositions
that run counter to your belief and structure of knowledge. Somepeople are, for
example relatively open minded in accepting ideologies andfacts that contradict
their own views, however there are some people tend toreject the ideologies or
ideas that are contradictory with their existing system.
Ambiguity tolerance is a tendency to perceive or interpret information marked by
vague, incomplete, fragmented, multiple, probable, unstructured, uncertain,
inconsistent, contrary, contradictory, or unclear meanings as actual or potential
sources of psychological discomfort or threat.34Ambiguity tolerance has been
considered inseparable from language learning, especially second or
foreignlanguage learning. It is a significant predicator of one’s second language
acquisition.Learn more effectively when opportunities for experiment and risk as
well as interaction are present.
Learners with different levels of ambiguity tolerance vary in some of their
abilities.Ehrman and Oxford found that learners with sensing types of
personalities manifested abilities in language learning because of theirrelatively
34Haishan Li & Qingshun H, Ambiguity Tolerance and Perceptual Learning Styles of
Chinese EFL Learners,Journal : English Language Teaching; (Published by Canadian Center of Science and Education Vol. 9, No. 6; 2016 ISSN 1916-4742 E-ISSN 1916-4750 ) p.213
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low tolerance of ambiguity and their dislike of guessing.35For instance, students
who are more tolerant are more willing to take risks or more independent. A
learner with a relatively higher level of ambiguity tolerance is more willing to be a
multilingual speaker.
6. Right / left hemispheres
The human brain is a complex organ responsible for intelligence, senses,
movement, and behavior.36 The halves of the brain is the right and the left
brainperform different functions and communicate information with each
otherthrough a band of nerves that connect them. The right side of the brain
controls most of the movementand functions of the left side of the body and the
left side of the brain controls most of the movementsand functions of the right
side of the body.Left and right brain dominance is a potentially significant issue in
developing a theory of second language acquisition.
The left-brain/right-brain distinction also provides a simple basis for questioning
teaching methods and for helping students learn. Again, whether each hemisphere
is responsible for a certain type of thinking and learning is notthe point. The point
is that people naturally think and learn in different ways. The left hemisphere is
associated with logical analytic thought with mathematical and linear processing;
35Loc.Cit
36 Julie A. Daymut, Right Brain vs. Left Brain – What’s the Difference, (http://www.superduperinc.com/products/view.aspx?pid=BKCD407 , accessed on Feb10,2017)
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meanwhile right hemispheres perceives and remember visual, tactile and auditory
images. It indicates as follow:
a. Right hemispheres : learn more effectively toward auditory,
impulsive,interactive learning
b. Left hemispheres : learn more effectively toward visual, analytic,
reflective.
There are a lot of type and characteristic of learning style, and eachperson is
difference from another. There are a lot of ways how person’s geteasy and more
enjoyable to deal with information in learning English languagesubject.
G. Concept of Analysis Students’ Learning Style in Speaking skill
Learning-styles concept is embraced in a number of current educational
psychology textbooks. For instance,Omrod in Pashler states, some cognitive styles
and dispositionsdo seem to influence how and what students learn. Some students
seem to learn better when information is presentedthrough words (verbal
learners), whereas others seem tolearn better when it’s presented through pictures
(visual learners)37.
Learning style may sometimes have effected from their reflection about their
learning and at other times it will have come together in their good learning
experiences with their awful ones. The levels of students’ think in learning also
37Harold Pashler, et.al.,Learning Style Concept and EvidencePsychological Science the
Public Interest,( Los Angles:2009) Vol 9- Num 3 p.106
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influenced by their learning styles. For school level the cognitive ability is related
to their achievement in their academic performance.
Learning style usually included analyzing language, seeing it, hearing it or using it
in communication to do something real. Some activities that focus on the
speaking. It means learning style can be help the student easy in speaking.The
commercial activity related to learning styles is largely centered around the
publishing and selling of measurement devices to help teachers assess individual
learning styles; typically, although not always, these devices classify the learner
into different style categories. Learning style is the way in which each learner
begins to concentrate on, process, absorb, and retain new and difficult
information. The interaction of these elements occurs differently in everyone.38
Therefore, in this research is necessary to determine what is most likely to trigger
each student’s concentration, how to maintain it, and how to respond to his or her
natural processing style to produce long term memory and retention. From the
explanation above, the writer analyzed student’s learning style in speaking skill.
38Ibid,. p.107
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CHAPTER III RESEARCH METHODOLOGY
A.Research Design
In this research, the researcher used qualitative research. Qualitative research is a
concerned with developing explanations of social phenomena.39 Understanding
the research environment and all its political, social, psychological, economic and
cultural dynamics is vital to producing rich, useful, valid findings.
According to Cresswell in Satori, Qualitative Research is an inquiry process of
understanding based on distinct methological traditions of inquiry that explore
social or human problem.40 The researcher builds a complex, holistic picture,
analyzes words, reports detailed view of informants, and conducts the study in
natural setting.
A qualitative research designed that produce of his research has contributed in the
theory. Qualitative researchers focus on the study of social phenomena and on
givingvoice to the feelings and perceptions of the participants under study. This
isbased on the belief that knowledge is derived from the social setting and that
understandingsocial knowledge is a legitimate scientific process.41Qualitative
research is usually not preemptive. Whatever the study and whatever the method,
the indications of form, quantity, and scope must be obtained from the question,
39Beverley Hancock, Elizabeth Ockleford, Kate Windridge, An Introduction Qualitative
Research, (NIHR RDS EM :2009) p.7 40 Djaman Satori dan Aan Komariah, Metodologi Penelitian Kualitatif , (Bandung :
Alfabeta : 2014 ) p. 24 41Marguerite G. Lodico, et.al, Methods in Educational Research from Theory to Practice,
(San Fransisco:2006) p.264
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from the chosen method, from the selected topic and goals, and also, in an
ongoing process, from the data.
By this qualitative research, the researcher focused on conduct to describe of
student learning style in learning speaking. By this way, the researcher hopes that
this research was reveal this matter clearly for the sake of learning speaking
improvement in the classroom.
B. Research Subject
In this research the researcher used purposive sampling technique. According to
Arikunto, purposive sampling technique is sampling technique which is done
because limited time and finding.42According to Marguerite et.al, purposive
sampling technique is a common procedure used in qualitative research that
identifies key informants or person who have specific knowledge about the topic
being studied. The type of purposive sampling that a researcher may decide to use
depends on the purpose of the study.43 It means in this research, researcher will
choose the subject according to the need and purpose of the research.
The researcher used tenth grade as a subject of the research , it consist of 20
students , 10 females and 10 males, because in this class has the lowest score in
English study expecially in speaking skill. Many students did not know of their
42Suharsimi Arikunto, Prosedur Penelitian Suatu Pendekatan Praktik, (Yogyakarta :
Rineka Cipta,2002),p.127 43Marguerite G. Lodico, et.al,Methods in Educational Research: from Theory to
Practice,(San Francisco: Jassey-Bass, 2006), p.162
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learning style in learning speaking beside they are don’t confident to speak in
English.The students’ speaking skill score can be seen in the following table :
Table 1 The Students Speaking Score at the Second Semester of Madrasah Aliyah
Mathla’ul Anwar Labuhan Ratu Bandar Lampung in the Academic Year of 2016/2017
No Score The Number of Students
X XI XII Total Percentage 1 <70 10 5 8 23 27% 2 ≥70 10 20 32 62 73%
Total 20 25 40 85 100%
Source: Document of Students’ score for English Test of Madrasah Aliyah Mathla’ul Anwar Labuhan Ratu Bandar Lampung in the academic year of 2016/2017
From the data above, it can be see that students at the school have various
achievement. The class that has low achievement is X and the class that has high
achievement is XII. The researcher used class X as a sample of this research,
because of X has the low average score. In short, the subject of this research was
students in class X which of 20 students.
C.Data Collecting Technique
1. Observation
Observation is complex process, a process that composed of variety of biological
processes and psychological processes.44Sarwono states that observation is
systematically recording the events, behavioral, objects in view and other thing
44Sugiyono,Metode Penelitian Pendidikan, Pendekatan Kuantitatif, Kualitatif, dan R&D
(Bandung:Alfabeta:2012), p.203
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that need into support in the research.45Based on the theories above, observation is
process monitoring, see the phenomena in subject place.
In this technique of collecting data, The researcher observation to recognize how
the condition of class what technique of speaking activities that teacher use to
teach English speaking and focus on the entire process of students learning style
in speaking skill. Therefore the researcher did not teach the students directly to
find the data.
2. Interview
Interview is kind of verbal communicatios, which aims to obtain information.
Interview is collection tool information by asking a number of questions orally to
be answered orally also. The main characteristic of interview is direct face to face
contact between interviewer and interviewee.46 According to Lodico there are
three types of interview, they are: structured interview, semi stuctured interview
and non structured interview and non structured interview.47 Interview is a
conversation for gathering information. A research interview involves an
interviewer who coordinates the process of the conversation and ask question, an
interviewee who responds to those questions. In this research, the researcher
giveinterview to teacher about teaching speaking in class and students learning
45Jonathan Sarwono, Metode Penelitian Kuantitatif & Kualitatif (Yogyakarta: Graha
Ilmu:2006), p.224 46S. Margono, Metodologi Penelitian Pendidikan (Jakarta:Rineka Cipta:2007), p.165
47 Marguerite G. Lodico, Op.Cit, p.123
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style in speaking skill. Interview used to support the observation and
questionnaire.
3.Questionnaire
Questionnare is a list of questions used by writer to get data from thestudents
directly through a process of communication or ask questions. Questionnaire is a
group or sequence of questions designed to obtain information on a subject from
respondent.48 Sugiono declared that questionnaire is the data collecting technique
that conducted by giving a set of questions or written statements to the respondent
to answer.49
Based on theories above, the researcher conclude that questionnaire is
datacollecting technique that using set of written question to answer in writing
also. The researcher give questionnaire the students in order to know the
futheropinion and the researcher find out the students’ learning style in the class.
D. Research Instrument
These are the fact finding strategies. They are the tools for data collection, include
observation, interview, questionnaire. Essentially the researcher must ensure that
the instrument chosen is valid and reliable. Research instrument is tool of facilities
which use by the researcher in collecting data in order to make the research easier
48Statistic Canada, Survey Methods and Practices (Canada:2010) p. 3
49Sugiyono, Op.Cit., p.199
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and get better result, in the meaning more complete and sytematic so it would be
easy to analyze. 50
It is mean to collect the data, some instruments are needed. In thisresearch the
researcher uses observation, interview and questionnaire are needed tocollect the
data about students’ learning style.
1. Observation
Observation used when the research describe the situation of teaching and
learning process to know students learning style in the class.
Table 2 Specification of Observation
Components of
Observation No item Total Items
To know process of students’ learning style
in speaking skill
1,2,3,4,5,6 6
2. Interview
Interview used as data collecting techinques and if researchers want to find a
problem that must be examined and if researcher want to know the depth of the
respondetns with the least number of respondents. The researcher give a interview
to teacher about teaching speaking in class and learning style in speaking skill.
50 Suharsimi Arikunto, Op.Cit. p. 160
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Table 3 Specification of Interview of the teacher
Components of
Interview No item Total Items
To know process of students’ learning style
in speaking skill
1,2,3,4,5,6 6
3.Questionnaire
The type of researcher used closed-ended questions. Closed-ended questions are
often good for surveys, because you get higher response rates when users don’t
have to type so much. Also, answers to closed-ended questions can easily be
analyze statistically, which is what you usually want to do with survey data. In
this questionnaire, the researcher make questionnaire from Cohen. It is about
learning style questionnaire. The guiding of the questionnaire can describe as
follows :
Table 4 Specification of Questionnaire
No Component Indicator No item Total
item 1 To know
students learning style in speaking
Students’ learning style in speaking by information personalities
1,2,3,4 4
Students’ learning style in speaking by personality patterns
5,6,7 3
Students’ learning style in speaking by perceptual learning style
8,9,10 3
Students’ learning style in speaking by social interaction
11,12 2
Students’ learning style in speaking by 13 1
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tolarence ambiguty Students’ learning style in speaking by right/ left hemispheres
14,15 2
E. Research Prosedure
In this research, the researcher use the procedure of the research as follows:
a. Finding the subject the research. The researcher determine the class which
become the subject of the research. The subject of this researchwas the students
at second semester of Madrasah Aliyah Mathla’ul Anwar Labuhan Ratu
Bandar Lampung in the academic year of 2016/2017. While the sample is
students of tenth grade.
b.The researcher was observation students learning style in speaking skill in the
class.
c. The teacher interview the teacher
d. The researcher give the questionnaire to the students.
e. The researcher, analyze the data and made the report
F.Validity of Data
In qualitative research, data can be categorized good data if the data arevalid. To
get validity of data, Creswell classified the validity of datainto eight strategies.
Those are:
1. Triangulate different data sources of information by examining evidence
fromthe sources and using it to build a coherent justification for themes.
2. Use member checking to determine the accuracy of the qualitative finding
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through taking the final report or specific descriptions or themes back
toparticipants and determining whether these participants feel that they
areaccurate.
3. Use rich, thick description to convey the findings.
4. Clarify the bias means the researcher brings to the study.
5. Also present negative or discrepant information that runs counter to
thethemes.
6. Spend prolonged time in the field.
7. Use peer debriefing to enhance the accuracy of the account.
8. Use an external auditor to review the entire project.51
In this research, the researcher used triangulation technique. Triangulation may be
defined as the use of two or more methods ofdata collection in the study of some
aspect of human behavior. Thus,triangulation technique means the researcher used
two or more techniques incollecting the data to get validity. The purpose of
triangulation is to increase thecredibility and validity of the findings. Further,
Denzin statedthat there are four techniques in triangulation. Those are source
triangulation of data, investigator triangulation, theories
triangulationmethodological triangulation.
1. Data Triangulation
Reserchers gain their data from different groups, locations and times.
51J. W.Cresswell, Research Design Qualitative, Quantitative and Mixed Methods
Approaches, (United States : 2014) p. 191
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2. Investigator triangulation
Investigator triangulation means technique that uses more than
oneresearcher in collecting and analyzing data. From some researcher’s
view ininterpreting information and collecting the data, the validity of data
can beincreased.
3. Theoretical triangulation
Theoretical triangulation means the researcher compares the data
findingwith perspective theory that is relevant. Here, the researcher is
demanded to haveexpert judgment to compare the finding of research with
the certain theory.
4. Methodological triangulation
Methodological triangulation refers to researcher uses more than one
method in the research. Methodologicaltriangulation is using the same
method on different occasions or different methodson the same object of
study. Thus, methodological triangulation is makingdifferent method to
get validity of data.52
From those types of triangulation, the researcher used methodologicaltriangulation
to get validity of data. Besides, the researcher collects the data byusing interview
guide which is supported by questionnaire and the researcher alsousedobservation
52Denzin and Lincolin, Hanbook of Qualitative Research, (Yogyakarta : Pustaka pelajar;
2009 ) p. 16
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which can give evidence if the participants are people that isproper to be used as
subject of research.
G.Data Analysis
Data analysis is the process of organizing the data in order to obtain regularity of
the pattern of form of the research. Data analysis is conduct to create
understanding of the data and to enable the researcher to present the result of this
research to the readers.Sugiyono states that data analysis is the process of
systematically searching and arranging in the interview script, field notes and
other material that you accumulates to increase your own standing of them to
enable you to present what you discover with others.53According to Miles and
Huberman there are three major phases of data analysis: data reduction, data
display, and conclusion drawing or verification.54 These are clear explanation
about data analysis process of this research:
1. Data Reduction
Data reduction is the activity to select the data that is suitable with the focus of the
problem. According to Milles, data reduction refers to the process of selecting,
focusing, simplifying, abstracting and transforming the data that appear in written
up field notes or transcriptions.55Sugiyono states data reduction is summaring,
choose the important things, focusing to important things, searching theme and
53Sugiyono, Op.Cit., p. 246
54Matthew B. Miles and A. Michael Huberman, Qualitative Data Analysis (Thousand Oaks : Sage Publications, 1994), p.12.
55Ibid, p.10
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that patterns.56 The reduce data will provide a clearer and facilitate researcher to
conduct futher data collection and look it up if necessary.
From the theories above, it can be conclude that data reduction is searching the
theme to more focus in important thing. In this case, the researcher will select the
data derived from observation on learning style process, interview to the teacher
and then give questionnaire to the students.
2. Data Display
Data display is second component or level in Miles and Huberman model of
qualitative data analysis. A display can be an extended piece of text or a diagram,
graph, chart, table or matrix that provides a new way of arranging thinking about
the more textually embedded data. Data display is an organized, compress
assembly of information that permits conclucion drawing and action.57 Sugiyono
statespresentation of these data, the data organized, arranged in a pattern of
relationship, thus it will be more easily understood.Data presentation can be done
in the form of brief, descriptions, charts, relations between categories, flowchart
etc.58
The researcher conclude that data display is visual format that presents
information by using table, narrative form, chart, etc. In the research , data will be
analyze through descriptive qualitative method to find learning style the students
in speaking skill.
56Sugiyono, Op.Cit., p.247
57Matthew B. Miles and A. Michael Huberman,Op.Cit., p.11 58Sugiyono, Op.Cit., p.341
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3. Conclusion Drawing/ Verification
The last step of analyzing the data is conclusion drawing/verification. Conclusion
drawing involves stepping back to consider what the analyzed data mean and to
assess their implication for the questions at hand. Miles and Huberman explains
that verification may be as brief as a fleeting second thought crossing the analysis
mind during writing with short excursion back to the field notes or it may be
through and elaborate with lenghty argumentation and review among colleagues
to develop.59 In another word formulation of the problem in beginning is tentative
that maybe able to answer in this conclusion.
In this step, the researcher can be concluded that there are three steps in reporting
the result of a qualitative research. First, it is data reduction. It is to find out the
key points of the research. Second, after get the key points of the research, it
describes in in the form narrative in order to be meaningful and be more easily
understood. The last is conclusion drawing. In this step, the researcher make a
conclusion about the research after analyzing all of the data.
59Matthew B. Miles and A. Michael Huberman,Loc.Cit
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CHAPTER IV RESULT AND DISCUSSION
A. General Description of Place of Research
1. Brief History of MA Mathla’ul Anwar Labuhan Ratu Bandar Lampung
Madrasah Aliyah Mathla’ul Anwar Labuhan Ratu Bandar Lampung on Jl. Untung
Suropati gg. Famili 1 Labuhan Ratu Bandar Lampung. The activities of teaching
learning process are done inthe morning. The classes begin at the 07.30 A.M in
the morning and finish at 13.45A.M. The total number of teachers who teaches in
there are 15 teachers, and the totalnumber of the students are 85 students.
The Identity of Madrasah Aliyah Mathla’ul Anwar Labuhan Ratu Bandar
Lampung:
Name : Madrasah Aliyah Mathlaul Anwar
NPSN/NSS : 10648357 / 131218710002
Address : Jl. Untung Suropati gg. Famili 1 Labuhan Ratu Raya
Bandar Lampung
Pos code : 35372
The Building : 2004
Building Status : Yayasan/ Swasta
Wide : 1.500 m2
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2. Condition of Teacher and Facilities at Madrasah Aliyah Mathla’ul Anwar Labuhan Ratu Bandar Lampung
Madrasah Aliyah Mathla’ul Anwar Labuhan Ratu Bandar Lampung has owned things as show the table below:
Table 5 Data of Teacher at Madrasah Aliyah Mathla’ul Anwar Labuhan Ratu
Bandar Lampung
No Name of the Teacher Expertise 1 Oviria,S.Pd Headmaster 2 Dra.Listiati Vice Headmaster
3 Suryadi,A.Md Staff Administration
4 Fahmi Davidsha.W,S.Pd Staff Administration 5 Ledi Dianah,SE Religion 6 Sismawati,S.Pd.I Religion 7 Yulinda Rama Fitri,S.Pd Staff Library 8 Dede Ance Meisianty, Organization 9 Desrizal,S.Pd Mathematic
10 Eni Sumartini,S.Pd English Language 11 Puji Juniarmi,S.Pd Indonesia Language 12 Paryanti,S.Pd Aracabic Language 13 Herniyati,S.PdI IPS 14 Hj.Mislina,S.Pd Geograpy 15 Dinda Andriani,S.Pd Art 16 Hari Nashori,S.Sos.I BK 17 Herlinawati,S.Ag History 18 Riska Weny,S.Pd Lampung Language 19 Ihwanuddin,S.PdI Religion
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Table 6
No Kinds of Room Total Number
1 Headmaster Room 1 ( one ) unit
2 Teacher Room 1 ( one ) unit
3 Teaching Learning Room 3 ( three ) unit
4 Staff Administration 1 ( one ) unit
5 Library Room 1 ( one ) unit
B. Research Prosedure
The research did the research through observation, interview and questionnaire to
know students’ learning style in speaking. The researcher found out some result of
the research in the process of learning speaking in Madrasah Aliyah Mathla’ul
Anwar Labuhan Ratu Labuhan Ratu Bandar Lampung.
The researcher conducted the researcher from May 16th 2017 to 19th 2017, the
researcher observed students’ learning style in speaking skill in the class. Then,
the interview with teacher about teaching learning process and know students’
learning style in speaking. After then, the researcher given the questionnaire to the
student to know students’ learning style in speaking skill.
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C. Report of Observation
The researcher employed an observation to support data (see appendices 3) on
May 16, 2017 at 08.30-10.30 a.m. The observation to know learning style in
speaking skill. In the session the reasearcher observation the students in the class.
The teacher had prepared material about narative text. The teacher started the
class and checked the students’ condition and attendance. Then, the teacher given
the students’ make a story about maling kundang. The students listen about the
story.
After that, the teacher devided the student to 4 grub consists 5-6 students for
discussion about story in Indonesia. The students made a story and speaking one
by one in front of class. In speaking, they had different learning style in speaking.
There were shy , before speaking they were written the text and then spoke with
notes, spoke with music, etc. And the researcher prepared the observation
chekclist. The explanation analysis of know process students’ learning style in
speaking skill can be shown as follows :
Table 7 Observation Sheet
No Indicator Sub Indicator Yes No Explanation
1. To know students’ learning style in speaking by information personalities
a. Diverging (Feeling and watching)
b. Assimilating (Watching and thingking)
c. Converging (Doing and thingking)
-
-
Almost all the
students when
spoke English
in front of class
made a note and
thingking
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d. Accommodating (Doing and feeling)
-
before spoke
English
2. To know students’ learning style in speaking by personality patterns
a. Attention b. Emotion
c. Values
-
-
The students
always value
each students
when speaking
in front of class
3. To know students’ learning style in speaking by perceptual learning style
a. Visual
b. Auditory
c. Kinesthetic
Each students
had style , but
almost the
student need a
simulation thing
to speaking
English in class
4. To know students’ learning style in speaking by social interaction
a. Attitude
b. Habit
-
The students
had good
attitude when
spoke English
in class
5. To know students’ learning style in speaking by tolarence ambiguity
Incomplete meaning
Sometime,
many students
often
incomplete
meaning to
spoke English
in class
6. To know students’ learning style in
a. Right brain
Right and left
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speaking by right/ left hemispheres
b. Left brain brain very
influence to
spoke English.
In class, the
students
dominant to left
brain
Based on the explanation, the researcher concluded many different students
learning style have used students. In information personalities, the students made
a assimilating which the students watching and thingking when the spoke English.
In personalities patterns, the students more to values each students when spoke
English in front of class. In perceptual learning style, the students made a
kinaesthetic learning style to spoke English. In social interaction, the students had
good attitude and had bad habitual when spoke English. In tolerance ambiguity,
the students learn more effectively when opportunities for experiment and risk as
well as interaction are present. In right/left hemispheres, can increase to spoke
English, the student dominant to left brain.
D. Reportof Interview To support the data, the researcher had employed an interview to the teacher to
know process teaching and learning speaking and to know student learning class
in class.There were five questions that researcher asked to the teacher (see
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appendix 4-5). The interview was conducted with the teacher in the teacher’s
room.
E. Report of Questionnaire The researcher also employed questionnaire to collect the data. The researcher
given the questionnaire on 18 May, 2017. The questionnaire consisted of fifteen
questions (see appendix 2). The questionnare were to know students learning style
in speaking skill. The questionnaire was give to the whole students in class X that
consisted of 20 students. From the result of questionnaire, the researcher can
conclude that the students’ learning style in speaking skill by using information
personalities, personality patterns, perceptual learning style, social interaction,
tolarance ambiguity, and right/ left hemispheres. The questionnaire was
distributed to the students by taking fifteen minutes of the students’ study time in
the classroom. Here were the students’ answers of questionnaire. (See appendix 6)
Table 8 Questionnaire Result
No. Question Answer Total
Answer 1. Apakah anda lebih suka belajar speaking
dengan berkelompok atau membuat grup belajar speaking?
Yes
13
No 7
The data above showed that 13 students or 65% students prefer made
groups when study English because the students had ideas and focussed if
study English with their friendsand 7 students or 35% studentspreferdo by
their ownself when study English because they were think more focussed
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if study with personal. The solution, the teacher must understood learning
style the students, between the students prefer study withgroups and the
students prefer study withtheir ownself. When study English the teacher
sometime made groups and sometime study with personal.
No. Question Answer Total Answer
2 Apakah anda lebih baik berbicara bahasa Inggris dengan cara menuliskan di kertas atau buku lalu berbicara didepan kelas?
Yes
17
No 3
The data above showed that 17 students or 85% students prefer to written
the material because they were shy and forget if spoke English without
textand 3 students or 15% students not written the mateial because the
students more enjoy if spokeEnglish without text.The solution, the teacher
must exercise the students to spoke English in front of the class.
No. Question Answer Total
Answer 3 Apakah anda berbicara bahasa Inggris dengan
menggunakan insting atau logika anda
Yes
12
No 8
The data above showed that 12 students or 60% students made a logica
when spoke English because the students must spoke with fact and 8
students or 40% not made a logica because the students more spoke with
instict. The solution, the teacher must know situation the students if spoke
English in front of the class.
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No. Question Answer Total
Answer 4 Apakah anda ketika speaking di depan kelas
harus menggunakan feeling untuk mengucapkannya?
Yes
10
No 10
The data above showed that 10 students or 50% students must spoke
english used their feeling because with the feeling the students more
enjoyble to spoke English and 10 studentsor 50%students not used it
because the students still wary made a feeling to do. The solution, the
teacher must know condition the students when spoke English in front of
the class.
No. Question Answer Total Answer
5 Apakah anda gugup saat berbicara bahasa Inggis dikelas?
Yes
7
No 13
The data above showed that 7 students or 35% students nervouse when
spoke Englishbecause the student still shy when spoke English in front of
class and 13 students or 65% students didn’t nervouse when spoke English
because the students more enjoy and brave to spoke English in front of
class. The solution, the teacher must train the students who still shy to
spoke English.
No. Question Answer Total Answer
6 Apakah anda ketika disuruh bercerita bahasa Inggris didepan kelas, anda lebih suka berbicara
Yes
5
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sesuai fakta atau pengalaman hidup anda?
No 15
The data above showed that 5 students or 25% students spoke English
appropriate fact because the students get ideas to spoke depend on fact and
15 students or 75% students didn’t spoke English depend on fact because
the students spoke English with their imagination. The solution, the
teacher must give the examples to spoke English with fact and without fact
so that the students understood about that.
No. Question Answer Total Answer
7 Apakah anda lebih suka belajar speaking dengan cara otodidak atau sendiri?
Yes
8
No 12
The data above showed that 8 students or 40% students spoke English with
personal (otodidac) because with the personal they more focussed to study
English especially study speaking and 12 students or 60% students not
spoke English with personal (otodidac) because with personal made the
students didn’t haveideas to study English. The solution, the teacher must
know the students like in study English.
No. Question Answer Total Answer
8 Apakah anda lebih suka menonton tv atau vidio ketika belajar speaking?
Yes
6
No 12
The data above showed that 6 students or 30% students liked spoke
English with watching TV or video because the students give the
inspiration if watching TV when study and 12 students or 70%
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studentsunliked spoke English with watching TV or video because the
students didn’t focussed when study with watching TV. The solution, the
teacher must know students learning style with visual or not.
No. Question Answer Total Answer
9 Apakah anda lebih mudah berfikir dalam berbicara bahasa Inggris dengan suara?
Yes
10
No 10
The data above showed that 10 students or 50% better spoke English with
audio because with the audio made a student focussed to think English and
10students 50% students not better spoke English with audio because
didn’t focussed to think if made audio. The solustion, the teacher must
know students learning style with audio or not to study English especially
spoke English.
No. Question Answer Total Answer
10 Apakah anda lebih bisa mengingat sesuatu yang akan dikatakan dengan benda tiruan?
Yes
12
No 8
The data above showed that 12 students or 60% liked spoke English with
kinaesthetic because with the clone objects the students more easy to
remember about material to spoke English and 8 students or 40% unliked
spokewith kinaesthetic because the students difficult to remember material
with clone objects. The solution, the teacher must know students learning
style with kinaestetic or not to spoke English.
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No. Question Answer Total Answer
11 Apakah anda lebih suka belajar bahasa Inggris terutama speaking di luar kelas (outdoor)
Yes
17
No 3
The data above showed that 17 students or 85% students liked study
english in outdoor because in outdoor help the students found ideas and
enjoy to study English especially spoke English and 3 students or 15%
liked study English in indoor because the students liked clarity if study
English in class (indoor). The solution, the teacher must know students
learning style when study English in outdoor or indoor.
No. Question Answer Total Answer
12 Apakah dengan cara banyak teman, anda lebih bisa belajar bahasa Inggirs?
Yes
13
No 7
The data above showed that 13 students or 65% students study English
with many friends because with the friend had more ideas and easy to
study English and 7 students or 35% students not study English with many
friends because they think with friend can offend focussed to study
English. The solution, the teacher must know students learning style when
the students had friends or didn’t have friends.
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No. Question Answer Total Answer
13 Apakah anda dapat mengerti belajar speaking dengan cara ingin tau dan bertanya?
Yes
12
No 8
The data showed that 12 students or 60% students understood study
English with ask the teacher because with ask the teacher can help the
students difficulties to study English and 8 students or 40% students not
understood study English with ask the teacher because the students shy if
ask the teacher so, the students more study with otodidak didn’t ask to
teacher. The solution, the teacher must pay attention the students to study
English in class.
No. Question Answer Total Answer
14 Apakah anda lebih suka mendengarkan musik atau radio daripada membaca?
Yes
12
No 8
The data showed that 12 students or 60% liked listen the music better than
reading because the students more easy and focussed to study and 8
students or 40% students unliked listen the music better than reading
because they think not focussed to study if listen the music. The solution,
the teacher must know students learning style in listen music or reading.
No. Question Answer Total Answer
15 Apakah anda lebih mengingat pembelajaran ketika bersama teman-teman?
Yes
14
No 6
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The data showed that 14 students or 70% students more remember study
English with friends because the students give more ideas with the friend
and 6 students or 30% students not more remember study English with
friends because can make the students not foccused to study English. The
solution, the teacher must know the students learning style with the friends
or didn’t friends.
Based on the questionnaire filled by the students, the researcher could describe as
follow:
Based on the sub indicator of information personalities (diverging, assimilating,
converging, accomodating) that showed from number one until four, many of
students answer 65% diverging, 85% assimilating, 60% converging, and 50%
accomodating. It means that students were information personalities by
assimilating (watching and thingking before speaking).
Based on the sub indicator of personality patterns ( attention, emotion,and values)
that showed from number five until seven, many of students answer 35%
attention, 25% emotion, and 40% values. It means that students were personality
patterns by values ( speaking English as otodidac or personal)
Based on the sub indicator of perceptual learning style (visual, auditory,
kinaesthetic) that showed from number eigth until ten, many students answer 30%
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visual, 50% auditory, 60% kinaestetic. It means that students were perceptual
learning by kinaesthetic.
Based on the sub indicator of social interaction (attitude and habit) that showed
from number eleven and twelve, many students answer 85 % student make a
attitue and 15% students make a habit. It means that students were social
intraction by attitude the students.
Based on the sub indicator of tolerance ambiguity (incomplete meaning) that
showed number thirteen, many students answer 60%. It means that students not
ambiguity to spoke English in class.
Based on the sub indicator of right/left hemispheres that showed form fourteen
and fifteen, many students answer 60% right brain and 70% left brain. It means
that students were right/ left hemispheres by left brain.
From the result of questionnaire, researcher desribed students learning style in
speaking there are : 85% students good attitude and assimilating (watching and
thingking before speaking), 70% used left brain, 60% used kinaesthetic and
tolerance ambiguity, 40 % used value.
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CHAPTER V CONCLUSION AND SUGGESTION
After collecting the data and analyzing the result of the research, the Researcher
drew some conclusions and suggestions
A. Conclusion
In this chapter the researcher would like to give conclusion andsuggestion from
this study. The conclusion is:
Students’ learning style on second grade at Madrasah Aliyah Mathla’ul Anwar
Labuhan Ratu Bandar Lampung had different learning style as various perceptive
learning. Information personalities the students more dominant to assimilating.
Then, personalities patterns the students more dominant to value. Perceptual
learning style the students more dominant is kinaesthetic learning style. In sosial
interaction the students dominant to good attitude. Tolerance ambiguty the
students had incomplete meaning to study. And then, right/left hemispheres the
students more dominant is left brain.
B. Suggestion
The researcher gives some suggestion in this study. The suggestion is:
1. For the Students:
Hopefully by knowing their learning styles students are able to improve
their ability in English speaking
2. For the English Teacher:
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The guidance from the teacher to the students is needed to help them
recognition and develop their learning style. The teacher is also suggested
to give more motivation to the students to study English more and English
teacher pay attention in students learning style.
3. For the Other Researcher:
To develop the research with new innovation and hopefully the result of
the research could be a reference.
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APPENDICES
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Appendix 1
Specification of Observation To know process of students’ learning style in speaking skill
No Indicator Sub Indicator No item
1. To know students’ learning style in speaking by information personalities
a. Diverging (Feeling and watching)
b. Assimilating (Watching and thingking)
c. Converging (Doing and thingking)
d. Accommodating (Doing and feeling)
1
2. To know students’ learning style in speaking by personality patterns
a. Attention b. Emotion
c. Values
2
3. To know students’ learning style in speaking by perceptual learning style
a. Visual b. Auditory c. Kinesthetic
3
4. To know students’ learning style in speaking by social interaction
a. Attitude b. Habit
4
5. To know students’ learning style in speaking by tolarence ambiguty
Incomplete meaning 5
6. To know students’ learning style in speaking by right/ left hemispheres
a. Right brain b. Left brain
6
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Appendix 2
Specification of Questionnaire
No Dimension Indicator Sub indicator No item
1 To know students learning style in speaking
Students’ learning style in speaking by information personalities
a. Diverging (Feeling and watching)
b. Assimilating (Watching and thingking)
c. Converging (Doing and thingking)
d. Accommodating (Doing and feeling)
1 2 3 4
Students’ learning style in speaking by personality patterns
a. Attention b. Emotion c. Values
5 6 7
Students’ learning style in speaking by perceptual learning style
a. Visual b. Auditory c. Kinesthetic
8 9 10
Students’ learning style in speaking by social interaction
a. Attitude b. Habit
11 12
Students’ learning style in speaking by tolarence ambiguty
Incomplete meaning 13
Students’ learning style in speaking by right/ left hemispheres
a. Right brain b. Left brain
14 15
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Appendix 3 OBSERVATION SHEET
Observer : Ayu Nurul Izzati Subject : The student of tenth grade Day/date : Monday, May 16th 2017 Time : 08.30-10.30 a.m Place : MA Mathla’ul Anwar Labuhan Ratu Bandar Lampung To know the process of students’ learning style in speaking skill
Observation Sheet No Indicator Sub Indicator Yes No Explanation
1. To know students’ learning style in speaking by information personalities
e. Diverging (Feeling and watching)
f. Assimilating (Watching and thingking)
g. Converging (Doing and thingking)
h. Accommodating (Doing and feeling)
-
-
-
Almost all the
students when
spoke English
in front of class
made a note and
thingking
before spoke
English
2. To know students’ learning style in speaking by personality patterns
b. Attention b. Emotion
c. Values
-
-
The students
always value
each students
when speaking
in front of class
3. To know students’ learning style in speaking by perceptual learning style
d. Visual
e. Auditory
f. Kinesthetic
Each students
had style , but
almost the
student need a
simulation thing
to speaking
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English in class
4. To know students’ learning style in speaking by social interaction
c. Attitude
d. Habit
-
The students
had good
attitude when
spoke English
in class
5. To know students’ learning style in speaking by tolarence ambiguity
Incomplete meaning
Sometime,
many students
often
incomplete
meaning to
spoke English
in class
6. To know students’ learning style in speaking by right/ left hemispheres
a. Right brain b. Left brain
Right and left
brain very
influence to
spoke English.
In class, the
students
dominant to left
brain
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Appendix 4
TheInterview Guide Lines to the English Teacher
Interviewer : Ayu Nurul Izzati Interviewee : Eni Sumartini, S.Pd Day/date :Wednesday, May 17th2017 Time : 10.00 a.m Place : Madrasah Aliyah Mathla’ul Anwar Labuhan Ratu Bandar
Lampung
1. Do you have difficulty to teach English?
2. Do you have problem in teaching speaking in the school? What are they?
3. How is the students’ ability in speaking?
4. Can you explain your experience in teaching English, especially in
teaching speaking?
5. Do you know students learning style in speaking?
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Appendix 5
The Result in Interview to the English Teacher
Interviewer : Ayu Nurul Izzati Interviewee : Eni Sumartini, S.Pd Day/date :Thusday/May, 17th2017 Time : 10.00 a.m Place : Madrasah Aliyah Mathla’ul Anwar Labuhan Ratu Bandar
Lampung
NO. QUESTION ANSWER CONCLUSION
1. Do you have difficulty to teach English?
Yes, to teach English in this school is very difficult, because the student low motivation to studing, especially English .
The student needs motivation to awaken their enthusiasm in study English.
2. Do you have problem in teaching speaking in the school? What are they?
Yes, I have. They felt bored in English teaching and they are shy if I ask them to speak English.
The students have problems in speaking, because the students feel bore and shy to speak up.
3. How is students ability in speaking skill
Our students can’t speak English. So, the speaking ability is still low
The teacher never uses another technique in teaching learning process in the classroom.
4. Can you explain your experience in teaching English, especially in teaching speaking?
In this school the students are shy to speak and they are afraid if I ask them to speak. So, it is difficult to teach them.
The teacher said that she hard to teach his students. Because almost of his students shy to speak English.
5. Do you know students learning style in speaking?
In the class many students make own learning style , there are
The teacher said that each student have different learning style in speaking skill
RADEN INTAN
LAMPUNG
like audio learners, visual learners, kinaesthetic learner etc. And each students have different learning style not same of the students .
RADEN INTAN
LAMPUNG
Appendix 6
QUESTIONNAIRE
NAME :
CLASS :
Petunjuk pengisian :
I. Bacalah pertanyaan-pertanyaan dibawah ini dan berikan respon yang
sesuai dengan cara anda belajar Bahasa Inggris di kelas. Kuesioner ini
disusun untuk mengetahui cara anda belajar bahasa Inggris khususnya di
speaking English. Kuesioner ini tidak berpengaruh terhadap nilai Bahasa
Inggris anda, maka jangan ragu untuk menjawab setiap pertanyaan yang
diberikan.
II. Saya mengharapkan anda kiranya berkenan memberikan jawaban atas
pertanyaan dibawah ini secara jujur dan benar dengan memberikan tanda
silang pada salah satu huruf A atau B.
1. Apakah anda lebih suka belajar speaking dengan berkelompok atau membuat grub belajar speaking?
a. Ya b. Tidak
2. Apakah anda lebih baik berbicara bahasa Inggris dengan cara menuliskan di kertas atau buku lalu berbicara didepan kelas?
a. Ya b. Tidak
3. Apakah anda berbicara bahasa Inggris dengan menggunakan insting atau logika anda
a. Ya b. Tidak
4. Apakah anda ketika speaking di depan kelas harus mengguakan feeling untuk mengucapkannya?
a. Ya b. Tidak
RADEN INTAN
LAMPUNG
5. Apakah anda gugup saat berbicara bahasa Inggis dikelas?
a. Ya b. Tidak
6. Apakah anda ketika disuruh bercerita bahasa Inggris didepan kelas, anda lebih suka berbicara sesuai fakta atau pengalaman hidup anda?
a. Ya b. Tidak
7. Apakah anda lebih suka belajar speaking dengan cara otodidak atau sendiri?
a. Ya b. Tidak
8. Apakah anda lebih suka menonton tv atau vidio ketika belajar speaking?
a. Ya b. Tidak
9. Apakah anda lebih mudah berfikir dalam berbicara bahasa Inggris dengan suara?
a. Ya b. Tidak
10. Apakah anda lebih bisa mengingat sesuatu yang akan dikatakan dengan benda tiruan?
a. Ya b. Tidak
11. Apakah anda lebih suka belajar bahasa Inggris terutama speaking di luar kelas (outdoor)
a. Ya b. Tidak
12. Apakah dengan cara banyak teman, anda lebih bisa belajar bahasa Inggirs?
a. Ya b. Tidak
13. Apakah anda dapat mengerti belajar speaking dengan cara ingin tau dan bertanya?
a. Ya b. Tidak
14. Apakah anda lebih suka mendengarkan musik atau radio daripada membaca?
a. Ya b. Tidak
15. Apakah anda lebih mengingat pembelajaran ketika bersama teman-teman?
a. Ya b. Tidak
RADEN INTAN
LAMPUNG
Appendix 7
Daftar Nilai SpeakingSiswa/Siswi Madrasah Aliyah Mathla’ul Anwar Labuhan Ratu Bandar Lampung
Guru : Eni Sumartini, S.Pd Kelas : X No Nama KKM Nilai Predikat 1 Abas Saputra 70 80 Lulus 2 Ari Alfiah 70 75 Lulus 3 Diki Setiawan 70 78 Lulus 4 Marlena 70 69 Tidak lulus 5 Masnona 70 65 Tidak lulus 6 M. Rozi Anwar 70 68 Tidak lulus 7 M. Rusydi Alghazali 70 60 Tidak lulus 8 Susi Susanti 70 82 Lulus 9 Willy Basa Rofian 70 60 Tidak lulus 10 Dicky Saputra 70 75 Lulus 11 Fahrurozi 70 60 Tidak lulus 12 Rindi Sari 70 63 Tidak lulus 13 Dicki Mahendra 70 62 Tidak lulus 14 Nizar 70 68 Tidak lulus 15 Fatimah 70 80 Lulus 16 Sinta Billa 70 80 Lulus 17 Sobirin Adinda 70 60 Tidak lulus 18 Bayu Jalur Suseno 70 78 Lulus 19 Rio Saputra 70 70 Lulus 20 Reza Renaldi 70 70 Lulus Jumlah lulus 10 siswa Jumlah tidak lulus 10 siswa Jumlah keseluruhan kelas X 20 siswa
RADEN INTAN
LAMPUNG
Daftar Nilai Speaking Siswa/Siswi Madrasah Aliyah Mathla’ul Anwar Labuhan Ratu Bandar Lampung
Guru : Eni Sumartini, S.Pd Kelas : XI No Nama KKM Nilai Predikat 1 Ahmad Miftahudin 70 70 Lulus 2 Periyanto 70 68 Tidak lulus 3 Romi Sanjaya 70 60 Tidak lulus 4 M. Maulana Abie Yusuf 70 70 Lulus 5 Dedi Saputra 70 72 Lulus 6 Rama Sindi 70 73 Lulus 7 Dandi 70 70 Lulus 8 Khusnul Khotimah 70 70 Lulus 9 Intan Puspita Sari 70 70 Lulus 10 Yuni Fatimah 70 75 Lulus 11 Nur’aini 70 75 Lulus 12 Desi Kurnia Sari 70 75 Lulus 13 Sulastri 70 73 Lulus 14 Nia Ayu Ningsih 70 75 Lulus 15 M. Afif Ridho 70 70 Lulus 16 Devi Malasari 70 70 Lulus 17 Edi Saputra 70 65 Tidak Lulus 18 Walhidayah 70 70 Lulus 19 Ricky Adi Saputra 70 60 Tidak lulus 20 Marlena 70 75 Lulus 21 Jaunaidi 70 60 Tidak lulus 22 Aji Pangestu 70 70 Lulus 23 Putri Indah Sari 70 70 Lulus 24 Nikel Ogian Andalan 70 70 Lulus 25 Reki Persari 70 70 Lulus Jumlah lulus 20 siswa
RADEN INTAN
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Jumlah tidak lulus 5 siswa Jumlah keseluruhan kelas XI 25 siswa
Daftar Nilai Speaking Siswa/Siswi Madrasah Aliyah Mathla’ul Anwar Labuhan Ratu Bandar Lampung
Guru : Eni Sumartini, S.Pd Kelas : XII No Nama KKM Nilai Predikat 1 Ahmad Rizky Ardiansyah 70 65 Tidak lulus 2 Ai Septiani 70 70 Lulus 3 Persa Ardiansyah 70 60 Tidak lulus 4 Azi Ariansyah 70 60 Tidak lulus 5 Asiyah 70 73 Lulus 6 Ade Yudha Prasetya 70 60 Tidak lulus 7 Chandra Saputra 70 70 Lulus 8 Dede Ilham 70 70 Lulus 9 Deta Marsil 70 70 Lulus 10 Hafifi 70 73 Lulus 11 Haris Pebriyanto 70 73 Lulus 12 Heti Susanti 70 75 Lulus 13 Inang Wahyu Adi Priyono 70 70 Lulus 14 Habib Hasrul Romadhon 70 70 Lulus 15 Junita 70 70 Lulus 16 Komalasari 70 70 Lulus 17 Lilis Antika Sari 70 70 Lulus 18 Mei Landari 70 75 Lulus 19 Melita Handayani 70 75 Lulus 20 Muhammad Ali Yusuf 70 75 Lulus 21 Muhamad Fahruroji 70 60 Tidak lulus 22 Muhamad Yusuf 70 60 Tidak lulus 23 Febri Aripratama 70 75 Lulus
RADEN INTAN
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24 Rapiah 70 75 Lulus 25 Rahmat Parizal 70 80 Lulus 26 Rinda Astika 70 80 Lulus 27 Reza Bela Kurniawan 70 70 Lulus 28 Riska Indriyanti 70 85 Lulus 29 Rizki Alfi Nugraha 70 60 Tidak lulus 30 Rohilawati 70 70 Lulus 31 Santi Sarwati 70 70 Lulus 32 Septian Krismunandar 70 70 Lulus 33 Siti Kuriyah 70 73 Lulus 34 Siti Rofiqoh 70 73 Lulus 35 Siti Surohtul Ngaini 70 75 Lulus 36 Soleha 70 75 Lulus 37 Supiyah 70 60 Tidak lulus 38 Susanti 70 70 Lulus 39 Terimakasih Agustin 70 70 Lulus 40 Wini Antika 70 70 Lulus Jumlah lulus 32 siswa Jumlah tidak lulus 8 siswa
Jumlah keseluruhan kelas XII 40 siswa
RADEN INTAN
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Speaking Score Tenth Grade
Madrasah Aliyah Mathla’ul Anwar Labuhan Ratu Bandar Lampung
No Name Score 1 Abas Saputra 80 2 Ari Alfiah 75 3 Diki Setiawan 78 4 Marlena 69 5 Masnona 65 6 M. Rozi Anwar 68 7 M. Rusydi Alghazali 60 8 Susi Susanti 82 9 Willy Basa Rofian 60 10 Dicky Saputra 75 11 Fahrurozi 60 12 Rindi Sari 63 13 Dicki Mahendra 62 14 Nizar 68 15 Fatimah 80 16 Sinta Billa 80 17 Sobirin Adinda 60 18 Bayu Jalur Suseno 78 19 Rio Saputra 70 20 Reza Renaldi 70
RADEN INTAN
LAMPUNG
Speaking Score Eleventh Grade
Madrasah Aliyah Mathla’ul Anwar Labuhan Ratu Bandar Lampung
No Name Score 1 Ahmad Miftahudin 70 2 Periyanto 68 3 Romi Sanjaya 60 4 M. Maulana Abie Yusuf 70 5 Dedi Saputra 72 6 Rama Sindi 73 7 Dandi 70 8 Khusnul Khotimah 70 9 Intan Puspita Sari 70 10 Yuni Fatimah 75 11 Nur’aini 75 12 Desi Kurnia Sari 75 13 Sulastri 73 14 Nia Ayu Ningsih 75 15 M. Afif Ridho 70 16 Devi Malasari 70 17 Edi Saputra 65 18 Walhidayah 70 19 Ricky Adi Saputra 60 20 Marlena 75 21 Jaunaidi 60 22 Aji Pangestu 70 23 Putri Indah Sari 70 24 Nikel Ogian Andalan 70 25 Reki Persari 70
RADEN INTAN
LAMPUNG
Speaking Score Twelfth Grade
Madrasah Aliyah Mathla’ul Anwar Labuhan Ratu Bandar Lampung
No Name Score 1 Ahmad Rizky Ardiansyah 65 2 Ai Septiani 70 3 Persa Ardiansyah 60 4 Azi Ariansyah 60 5 Asiyah 73 6 Ade Yudha Prasetya 60 7 Chandra Saputra 70 8 Dede Ilham 70 9 Deta Marsil 70 10 Hafifi 73 11 Haris Pebriyanto 73 12 Heti Susanti 75 13 Inang Wahyu Adi Priyono 70 14 Habib Hasrul Romadhon 70 15 Junita 70 16 Komalasari 70 17 Lilis Antika Sari 70 18 Mei Landari 75 19 Melita Handayani 75 20 Muhammad Ali Yusuf 75 21 Muhamad Fahruroji 60 22 Muhamad Yusuf 60 23 Febri Aripratama 75 24 Rapiah 75 25 Rahmat Parizal 80 26 Rinda Astika 80 27 Reza Bela Kurniawan 70 28 Riska Indriyanti 85 29 Rizki Alfi Nugraha 60 30 Rohilawati 70
RADEN INTAN
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31 Santi Sarwati 70 32 Septian Krismunandar 70 33 Siti Kuriyah 73 34 Siti Rofiqoh 73 35 Siti Surohtul Ngaini 75 36 Soleha 75 37 Supiyah 60 38 Susanti 70 39 Terimakasih Agustin 70 40 Wini Antika 70
SILABUS PEMBELAJARAN
Nama Sekolah : Madrasah Aliyah Mathla’ul Anwar 1 Labuhan Ratu Mata Pelajaran : Bahasa Inggris
Kelas / Semester : X / 2 Standar Kompetensi : 9.Berbicara
Mengungkapkan makna dalam percakapan transaksional dan interpersonal sangat sederhana untuk berinteraksi
Standar Kompetensi
Kompetensi Dasar
Materi Pembelajaran Nilai Budaya
& Karakter Bangsa
Kewirausahaan /Ekonomi
Kreatif
Kegiatan Pembelajara
n
Indikator Pencapaian Kompetensi
Penilaian
Berbicara
9.Mengungkapkan makna
dalam percakapan
transaksional dan interpersonal
dalam konteks kehidupan sehari-hari
9.1Mengungkapkan makna dalam
percakapan transaksional (to get things
done) dan interpersonal (bersosialisasi) resmi dan
tak resmi secara
use expression
of happiness
Answer
thesequestions orally.
1. What
do you usually say
when you are
Religius, jujur,
toleransi, disiplin,
kerja keras, mandiri,
demokratis, rasa ingin
tahu, semangat
kebangsaan, cinta tanah
air,
Percaya diri (keteguhan
hati, optimis). Berorientasi pada tugas
(bermotivasi, tekun/tabah,
bertekad, enerjik).
Pengambil resiko (suka tantangan,
mampu
Secara berpasangan
belatih menggunakan tindak tutur dan
responnya.
Menggunakan tindak tutur berterima
kasih Merespon
tindak tutur berterima
kasih Menggunakan
tindak tutur memuji
Merespon tindak tutur
Tugas
Performans
akurat, lancar dan berterima dengan
menggunakan ragam
bahasa lisan sederhana
dalam konteks
kehidupan sehari-hari
dan melibatkan
tindak tutur: berterima
kasih, memuji, dan mengucapka
n selamat
pleased or happy?
2. What do you
usually say when you want to
attract someone's attention? 3. Do you have
different
expressions when showi
ng your happi
ness in front
of your friend
s and
menghargai prestasi,
bersahabat, cinta damai,
gemar membaca,
peduli lingkungan,
peduli sosial,
tanggung jawab
memimpin) Orientasi ke masa depan
(punya perspektif
untuk masa depan)
memuji Menggunakan
tindak tutur mengucapkan
selamat Merespon
tindak tutur mengucapkan
selamat
elderly
people? If yes, what are
the expressi- ons? 4. One
of your friend
s had an accident.
What do you say to
show your sympathy?
5. Your brother
has a problem. He looks sad. What will you say to show your affection?
9.2 Mengungkap-kan
makna dalam
percakapan transaksional (to get things
done) dan interpersonal (bersosiali-sasi) resmi
dan tak resmi secara
akurat, lancar dan berterima dengan
mengguna-kan ragam
bahasa lisan sederhana
dalam konteks
kehidupan sehari-hari
use expressi-ons of
sympathy and showing
affection;
1. It's really great.
I'm so happy
. 2. I'm delighted to hear that. 3. It
gives me a great pleas
ure. 4. What a nice news.
It make
s me happy
Religius, jujur,
toleransi, disiplin,
kerja keras, mandiri,
demokratis, rasa ingin
tahu, semangat
kebangsaan, cinta tanah
air, menghargai
prestasi, bersahabat, cinta damai,
gemar membaca,
peduli lingkungan,
peduli sosial,
tanggung jawab
Percaya diri (keteguhan
hati, optimis). Berorientasi pada tugas
(bermotivasi, tekun/tabah,
bertekad, enerjik).
Pengambil resiko (suka tantangan,
mampu memimpin) Orientasi ke masa depan
(punya perspektif
untuk masa depan)
Bermain peran secara berkelompo
k
Menggunakan tindak tutur menyatakan rasa terkejut Merespon
tindak tutur menyatakan rasa terkejut
Menggunakan tindak tutur menyatakan
rasa tak percaya
Merespon tindak tutur menyatakan
rasa tak percaya
Menggunakan tindak tutur menerima undangan
Tugas kelompok
Performans
dan melibatkan
tindak tutur: menyatakan rasa terkejut, menyatakan
rasa tak percaya,
serta menerima undangan,
tawaran, dan ajakan
. 5. I'm
really sorry to hear that! 6. Oh
that's awful
. What a shame.
7. Are you fine? 8. Oh
dear. I know how it feels.
9. Pleas
e accep
t my condo
len- ces !
10. What a terribl
e situati
on for you. 10
Mengungkapkan makna
dalam teks fungsional pendek dan
monolog sederhana berbentuk narrative,
descriptive dan news item
dalam konteks kehidupan sehari-hari
10.1Mengungkapkan makna dalam
bentuk teks lisan
fungsional pendek
(misalnya pengumuma
n, iklan, undangan dll.) resmi
dan tak resmi
dengan menggunaka
n ragam bahasa lisan sederhana
dalam berbagai konteks
kehidupan sehari-hari
perform a monologue of
narrative texts.
Blind
Listening
A stupid man was sent by his father to sell salt. He first went to
a mining area but nobody
there wanted His salt. When he returned
home, his father told
him that if he had helped
the miners to
Religius, jujur,
toleransi, disiplin,
kerja keras, mandiri,
demokratis, rasa ingin
tahu, semangat
kebangsaan, cinta tanah
air, menghargai
prestasi, bersahabat, cinta damai,
gemar membaca,
peduli lingkungan,
peduli sosial,
tanggung jawab
Percaya diri (keteguhan
hati, optimis). Berorientasi pada tugas
(bermotivasi, tekun/tabah,
bertekad, enerjik).
Pengambil resiko (suka tantangan,
mampu memimpin) Orientasi ke masa depan
(punya perspektif
untuk masa depan)
Menyampaikan iklan
lisan secara berpasangan
di depan kelas.
Menceritakan kembali iklan yang dilihat atau
didengarnya
Memberi pengumuman
lisan Menyampaika
n undangan lisan
Melakukan monolog untuk mengiklankan
sesuatu Menggunakan bahasa lisan
Tugas
Performans
dig, they would
havebought his salt.
The man next went to a
house where a wedding was taking
place. There he dug a huge hole. This made the people angry and
they chased him away. When he returned
home, his father told
him that if he had beaten a
drum and
danced instead, the
people there would have bought
salt from him.
Then, he went to a
village where there
happened to be a fire. Rushing
to the place, he started drumming
and dancing, only to be thrown out
by the people. His father told him that he should have
poured water on the fire
instead, if he wanted to sell salt there.
In the next place he
went to, a couple were fighting with each other. The foolish
man poured a bucketful
of water on them, again to be chased away. His father later
told him that he should
have tried to settle the
quarrel, in
which case they would have bought
salt from him.
In the final event,
the man saw two bulls
fighting with each other.
He stepped in to stop the
fight and was gored to death by
angry bulls 10.2
Mengungkap-kan
makna dalam teks monolog sederhana
dengan
perform a monologue of
narrative texts.
Religius, jujur,
toleransi, disiplin,
kerja keras, mandiri,
demokratis, rasa ingin
Percaya diri (keteguhan
hati, optimis). Berorientasi pada tugas
(bermotivasi, tekun/tabah,
bertekad,
Berdiskusi secara
berkelompok untuk
membuat sebuah
berita/deskrip si/ naratif
Menggunakan kalimat simple present dalam mendeskripsikan benda atau
orang Melakukan
monolog untuk
Tugas
Performans
menggunakan ragam
bahasa lisan secara akurat,
lancar dan berterima
dalam konteks
kehidupan sehari-hari dalam teks berbentuk: narrative,
descriptive, dan news
item
tahu, semangat
kebangsaan, cinta tanah
air, menghargai
prestasi, bersahabat, cinta damai,
gemar membaca,
peduli lingkungan,
peduli sosial,
tanggung jawab
enerjik). Pengambil
resiko (suka tantangan,
mampu memimpin) Orientasi ke masa depan
(punya perspektif
untuk masa depan)
secara sambung
menyambung
menyampaikan sebuah berita Melakukan
monolog untuk menyampaikan
sebuah deskripsi Bercerita
secara lisan Menjadi reporter Menjadi toryteller
Mengetahui, Kepala Sekolah
Oviria, S.Pd